This document summarizes a research article about professional learning communities and their impact on school improvement efforts. It discusses how professional learning communities empower teachers to collaborate and improve student learning. The summary discusses Peter Senge's concept of a learning organization, which influenced the development of professional learning communities. It also outlines the key characteristics of professional learning communities, including ensuring student learning, cultivating collaboration among educators, and focusing on results. Overall, the document advocates for schools transforming into professional learning communities in order to meet goals for improving instruction and student achievement.
This presentation outlines an approach to educational leadership. Major theoretical and intellectual considerations are addressed. The slides conclude with a thinking-critical approach to educational leadership.
Analysis of Teacher Leadership As A Teacher Development Model: An Opportunity...guest3c8a16c
Analysis of Teacher Leadership As A Teacher Development Model: An Opportunity for Reform and Improved Practice by Dr. Lisa D. Hobson and Dr. Lynn Moss
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Editor-in-Chief, Dr. William Allan Kritsonis
A powerpoint presented to Heads of Departments explaining the current state of play in Educational Leadership. It looks at current issues in leadership and various models of school leadership culminating in a discussion of three main aspects of leadership: Setting Direction, Developing People and Re-designing the Organisation.
Bore, samuel k psycho educational groups in schools nfjca v2 n1 2013William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. LaVelle Henricks, Texas A&M University-Commerce and colleagues published in national refereed journal.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
This presentation develops an understanding of teaching. To develop this presentation, the material has been taken from the open sources in the public domain and acknowledged properly.
Leadership: It's Not Just a Challenge, It's an Adventure by Dr. James D. Laubguest3c8a16c
Leadership: It's Not Just a Challenge, It's an Adventure by Dr. James D. Laub
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Editor-in-Chief, Dr. William Allan Kritsonis
A National Perspective For Cultivating Working Relationships HughesWilliam Kritsonis
William Allan Kritsonis, PhD
PhD, University of Iowa, Iowa City, Iowa, 1976
M.Ed. Seattle Pacific University, Seattle, Washington, 1971
B.A. Central Washington University, Ellensburg, Washington
Visiting Scholar, Columbia University, Teachers College, New York, 1981
Doctor of Humane Letters, School of Graduate Studies, Southern Christian University
Factors Impacting Teacher Retention Mary Ann SpringsWilliam Kritsonis
Dr. William Allan Kritsonis
Personnel Issues
Public School Law Series
National Issues & Concerns - New Answers To Lingering Problems in Public School Law
William Allan Kritsonis, PhD
William H. Parker Leadership Academy Hall of Honor
In 2008, Dr. Kritsonis was inducted into the William H. Parker Leadership Academy Hall of Honor, Graduate School, Prairie View A&M University – The Texas A&M University System. He was nominated by doctoral and master’s degree students.
Dr. Kritsonis Lectures at the University of Oxford, Oxford, England
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing Through the Realms of Meaning.
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
This presentation outlines an approach to educational leadership. Major theoretical and intellectual considerations are addressed. The slides conclude with a thinking-critical approach to educational leadership.
Analysis of Teacher Leadership As A Teacher Development Model: An Opportunity...guest3c8a16c
Analysis of Teacher Leadership As A Teacher Development Model: An Opportunity for Reform and Improved Practice by Dr. Lisa D. Hobson and Dr. Lynn Moss
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Editor-in-Chief, Dr. William Allan Kritsonis
A powerpoint presented to Heads of Departments explaining the current state of play in Educational Leadership. It looks at current issues in leadership and various models of school leadership culminating in a discussion of three main aspects of leadership: Setting Direction, Developing People and Re-designing the Organisation.
Bore, samuel k psycho educational groups in schools nfjca v2 n1 2013William Kritsonis
William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS (Founded 1982). Dr. LaVelle Henricks, Texas A&M University-Commerce and colleagues published in national refereed journal.
Dr. William Allan Kritsonis, Distinguished Alumnus, Central Washington University, College of Education and Professional Studies, Ellensburg, Washington; Invited Guest Lecturer, Oxford Round Table, University of Oxford, United Kingdom; Hall of Honor, Prairie View A&M University/Member of the Texas A&M University System.
This presentation develops an understanding of teaching. To develop this presentation, the material has been taken from the open sources in the public domain and acknowledged properly.
Leadership: It's Not Just a Challenge, It's an Adventure by Dr. James D. Laubguest3c8a16c
Leadership: It's Not Just a Challenge, It's an Adventure by Dr. James D. Laub
NATIONAL FORUM OF EDUCATIONAL ADMINISTRATION AND SUPERVISION JOURNAL, Editor-in-Chief, Dr. William Allan Kritsonis
A National Perspective For Cultivating Working Relationships HughesWilliam Kritsonis
William Allan Kritsonis, PhD
PhD, University of Iowa, Iowa City, Iowa, 1976
M.Ed. Seattle Pacific University, Seattle, Washington, 1971
B.A. Central Washington University, Ellensburg, Washington
Visiting Scholar, Columbia University, Teachers College, New York, 1981
Doctor of Humane Letters, School of Graduate Studies, Southern Christian University
Factors Impacting Teacher Retention Mary Ann SpringsWilliam Kritsonis
Dr. William Allan Kritsonis
Personnel Issues
Public School Law Series
National Issues & Concerns - New Answers To Lingering Problems in Public School Law
William Allan Kritsonis, PhD
William H. Parker Leadership Academy Hall of Honor
In 2008, Dr. Kritsonis was inducted into the William H. Parker Leadership Academy Hall of Honor, Graduate School, Prairie View A&M University – The Texas A&M University System. He was nominated by doctoral and master’s degree students.
Dr. Kritsonis Lectures at the University of Oxford, Oxford, England
In 2005, Dr. Kritsonis was an Invited Visiting Lecturer at the Oxford Round Table at Oriel College in the University of Oxford, Oxford, England. His lecture was entitled the Ways of Knowing Through the Realms of Meaning.
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Dr. Kritsonis Recognized as Distinguished Alumnus
In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”
Ch 1 The Leadership Challenge by Fenwick W. EnglishWilliam Kritsonis
PhD presentation, Dr. William Allan Kritsonis, PVAMU, The Texas A&M University System, Book by Dr. Fenwick W. English titled The Art of Educational Leadership: Balancing Performance and Accountability.
William Allan Kritsonis, PhD
Educational Background
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
Jennifer T. Butcher, PhD Proposal Defense, Dr. William Allan Kritsonis, Disse...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Jennifer T. Butcher, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
Professorial Roles
Dr. Kritsonis has served in professorial roles at Central Washington University, Washington; Salisbury State University, Maryland; Northwestern State University, Louisiana; McNeese State University, Louisiana; and Louisiana State University, Baton Rouge in the Department of Administrative and Foundational Services.
In 2006, Dr. Kritsonis published two articles in the Two-Volume Set of the Encyclopedia of Educational Leadership and Administration published by SAGE Publications, Thousand Oaks, California. He is a National Reviewer for the Journal of Research on Leadership, University Council for Educational Administration (UCEA).
In 2007, Dr. Kritsonis was invited to write a history and philosophy of education for the ABC-CLIO Encyclopedia of World History.
Currently, Dr. Kritsonis is Professor of Educational Leadership at Prairie View A&M University – Member of the Texas A&M University System. He teaches in the PhD Program in Educational Leadership. Dr. Kritsonis taught the Inaugural class session in the doctoral program at the start of the fall 2004 academic year. In October 2006, Dr. Kritsonis chaired the first doctoral student to earn a PhD in Educational Leadership at Prairie View A&M University. He has chaired over 18 doctoral dissertations. He lives in Houston, Texas.
Eunetra Ellison Simpson, PhD Proposal Defense, Dr. William Allan Kritsonis, D...William Kritsonis
Dr. William Allan Kritsonis, PhD Dissertation Chair for Eunetra Ellison Simpson, PhD Program in Educational Leadership, PVAMU, Member of the Texas A&M University System.
NATIONAL FORUM JOURNALS are a group of national and international refereed, blind-reviewed academic journals. NFJ publishes articles academic intellectual diversity, multicultural issues, management, business, administration, issues focusing on colleges, universities, and schools, all aspects of schooling, special education, counseling and addiction, international issues of education, organizational behavior, theory and development, and much more. DR. WILLIAM ALLAN KRITSONIS is Editor-in-Chief (Since 1982). See: www.nationalforum.com
Dr. Fred C. Lunenburg - creating a professional learning community nfeasj v2...William Kritsonis
Dr. Fred C. Lunenburg, Featured Author for NATIONAL FORUM JOURNALS, Houston, Texas,
www.nationalforum.com
Dr. William Allan Kritsonis, Editor-in-Chief, NATIONAL FORUM JOURNALS
Choose five activities for job-embedded professional development a.docxgordienaysmythe
Choose
five activities for job-embedded professional development according to Figure 3.1 (p. 70) in Ch. 3 of
Schools as Professional Learning Communities
.
Write
a 350- to 700-word essay explaining how each activity supports reflective teaching.
Include
at least five sources, including this week's readings and videos, to justify how each supports reflective practice.
Format
your essay according to APA guidelines.
Figure 3.1 Activities for Job-Embedded Professional Development
Observe other teachers teach
Plan lessons and units with other teachers
Give and receive feedback on instructional behaviors from peers
Conduct action research projets
Mentor new teachers
Coach one another
Keep a reflective log.
Develop and maintain a professional portfolio
Look at student work together
Become part of a study group
Weeks Reading
The Professional Learning Community: An OverviewPreview of the ChapterToday, a great deal is known about what leads to school improvement and about the change process in schools. In the current literature, there is extensive discussion of the learning community as an effective model for fostering school improvement and general consensus about high-quality learning activities as essential factors in the improvement of teaching and learning. This chapter provides the theoretical basis for an understanding of the learning community as a metaphor for schools and the rationale for the strategies that lead to schools characterized by collaboration, shared leadership, and ongoing learning. The evolution of the learning community in the research literature is explored and an in-depth discussion of the characteristics and impact of the learning community on students, teachers, and staff is provided. The chapter specifically addresses the following questions:What is a learning community?What are the characteristics of a learning community?What is the role of the learning community in an age of accountability?What are the key elements of the school improvement framework for learning community schools?How is student achievement affected by the learning community model?How are teachers affected by the learning community?How do reflection and reflective practice contribute to the building of learning communities?What is a Learning Community?Dr. Karla Brownstone is just beginning her tenure as the superintendent of the Merlo School District, an urban/suburban-type district where achievement scores and teacher morale have been on the decline for several years. The former superintendent had a highly directive leadership style that limited his ability to improve the schools and resulted in a high turnover in the administrative staff. In her initial meetings with the board of education, teachers, and other staff and community members, Dr. Brownstone had shared her vision of providing the kind of leadership that would facilitate the transformation of each of the district's schools into learning communities. Her ideas had gene.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
1. DOCTORAL FORUM
THE OFFICIAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH
VOLUME 1, NUMBER 1, 2006
A National Perspective: An Exploration of
Professional Learning Communities and the Impact on
School Improvement Efforts
Teresa A. Hughes William Allan Kritsonis, PhD
PhD Program Student in Educational Professor
Leadership PhD Program in Educational Leadership
Prairie View A&M University Prairie View A&M University
Klein Independent School District Distinguished Alumnus (2004)
Klein, Texas Central Washington University
College of Education and Professional Studies
Visiting Lecturer (2005)
Oxford Round Table
University of Oxford, Oxford, England
ACRL – Harvard Leadership Institute (2006)
Harvard Graduate School of Education
Harvard University, Cambridge, MA
ABSTRACT
A Nation at Risk, Goals 2000, and No Child Left Behind are examples of
external factors that compel educational leaders at local schools and districts to
explore reform initiatives in order to meet federally required results. Because of
political mandates to improve student learning and instruction, educational leaders
are searching for initiatives to ensure success for all children. A number of
initiatives designed to improve student performance and the quality of teaching are
available for educational leaders. One such initiative is professional learning
communities.
T
he purpose of this article is to make a case, based on historical reform efforts, for
educational leaders to transform schools into professional learning communities.
Professional learning communities empower the teaching staff to work together
with administrators and other teachers to provide quality instruction and improve student
learning. According to Shirley Hord, “As an organizational arrangement, the professional
learning community is seen as a powerful staff development approach and a potent
strategy for school change and improvement” (1997). There are five attributes of a
1
2. DOCTORAL FORUM
THE OFFICIAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH
2___________________________________________________________________________________________
professional learning community: supportive and shared leadership, collective creativity,
shared values and vision, supportive conditions, and shared personal practice. These five
attributes change the organizational arrangement of schools.
The Learning Organization
Peter Senge has positively impacted both the business world and the education
community. Senge was awarded the honor of being named a ‘Strategist of the Century’
by the Journal of Business Strategy. Only 23 other men and women have held the
prestigious honor of having the greatest impact on the way business is conducted (Smith,
2001). Author of The Fifth Discipline, Senge popularized his vision of a learning
organization. In 2000, Senge wrote another book, Schools that Learn: A Fifth Discipline
Fieldbook for Educators, Parents, and Everyone Who Cares About Education,
transferring the concept of learning organizations into the world of education. Senge
created the vision of a learning organization defined by five disciplines: personal
mastery, mental models, shared vision, team learning and systems thinking. A discipline
is a series of principles and practices that we examine, master, and incorporate into our
lives (Smith, 2001). For these five disciplines to successfully work, there must be a
fundamental shift of mind among the members in the organization. Once this shift has
occurred, organizations are able to continually expand their capacity and become learners
for life.
Personal mastery is the first discipline. For the organization to learn, each
individual member of an organization must continue to learn. Without individual growth,
the organization will stand still. Of course, this does not assure the organization will
continue learning just because each member learns; however, the converse is true. An
organization will not continue learning if the individuals are not learning. Personal
mastery goes beyond competency and skills; it is about deepening our personal visions,
of focusing our energies, of developing patience, and of seeing reality objectively (Smith,
2001). Observing and trying to make sense of current realities is another aspect of
personal mastery. For example, educators might want to ponder why students are failing
or dropping out of school. Teachers might want to ponder the isolation or connectedness
they feel at work. According to Senge (1990), personal mastery “…is a process. It is a
lifelong discipline. People with a high level of personal mastery are acutely aware of their
ignorance, their incompetence, their growth areas” (p. 142). Looking within oneself is
not easy, but is necessary for personal growth.
Another discipline is mental models. Senge defines mental models as “deeply
ingrained assumptions, generalizations, or even pictures and images that influence how
we understand the world and how we take action” (1990, p. 8). Mental models can be
illustrated as two individuals observing the exact same scenario. When asked to account
what they observed, each will provide a different explanation. Mental models tend to
hinder a person’s ability to change. Assumptions are often made because individuals
have a predefined notion of how things ought to be. For instance, a teacher might assume
3. TERESA HUGHES AND WILLIAM KRITSONIS
____________________________________________________________________________________________3
that students do not care about their education because of their off task behavior during
class. A parent might assume the teacher does not care about his/her child because the
teacher does not call home when the child is off task during class. The practical
application of mental models dispels the often misperceived notion, in both the world of
business and education that people will not ask questions unless they know the answers.
Senge (2000) explains, “People ask questions in the practice of this discipline because
they are trying to learn more about their own, and each other’s, most deeply held attitudes
and beliefs” (p. 68).
Creating a shared vision is another discipline that will keep organizations
learning. Many people still have the misconception that it is the CEO’s or principal’s job
to create the vision. In other words, a person with authority creates the vision; however
Senge (2000) reminds us that a vision created by a leader will not be sustained. All
people have some idea or vision about what they want to accomplish each day. Such
as, teachers have a vision of the best practices they wish to implement in the classroom;
students have aspirations of what they want to learn; parents might have a vision that
their child be able to read, and educational leaders have a vision to meet state mandated
standards.
According to Senge (2000), “The discipline of shared vision is the set of tools and
techniques for bringing all of these disparate aspirations into alignment around the things
people have in common…” (p. 72). Individuals bring to the establishment personal
aspirations they wish to have fulfilled, but then individuals will always have one thing in
common: the school or the organization. Without a shared vision, the
organization will be challenged to communicate its purpose. Shared visions are uplifting
and tend to encourage experimentation and creativity, plus they can create enthusiasm
that spreads throughout the organization (Smith, 2001).
Building on personal mastery and shared visions, team learning is a discipline that
will be good for both the individual and the organization. Senge (1990) states, “The
discipline of team learning starts with ‘dialogue’, the capacity of members of a team to
suspend assumptions and enter into a genuine ‘thinking together’ (p. 10). Teaching
teams should dialogue about student assessments and instructional best practices with the
hopes of improving student achievement and their own teaching methodologies.
Unfortunately, some teaching teams come together without an agenda and, at the
conclusion of the meeting, have not accomplished anything that will improve themselves
or their students. This is not to say that teachers must think alike to be a member of a
productive functioning team. Teachers who think differently from one another can
enhance the team learning process. In an interview with Jane Schultz (1999), Senge
discusses learning organizations as “…diverse webs of and teams who continually help
one another, rely on one another, and learn with and from one another, not individuals”
(p. 3).
Systems thinking is the fifth discipline that fuses and integrates the other
disciplines into one comprehensible body. One aspect of systems thinking is focusing on
the whole, as opposed to focusing on the individual parts – a practice not usually
practiced. For example, a principal’s office is a fast-paced area where problem solving
occurs every minute. A parent calls, a teacher comes to the office, a student is in the
office, a counselor needs assistance, or another administrator is requesting help – each of
4. DOCTORAL FORUM
THE OFFICIAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH
4___________________________________________________________________________________________
these situations requires an immediate response. The system that is in place is to
prioritize the problems and then begin “putting out the fires,” so to speak. Instead of
searching for solutions to why the problems are occurring, the focus shifts to solving the
problem and then moves on to the next problem. Thus, a cycle of problem solving is set
in motion. Senge (2000), suggests that in the long run each quick fix will do more harm
than good: “Moreover, reacting to each event quickly, and solving problems as quickly as
they come up, helps develop a kind of “attention-deficit culture” in the school system” (p.
77). Instead of discovering methods for preventing each crisis, people become good at
reacting to a crisis. Senge has identified a number of systems thinking practices, each
with a different degree of rigor, approaches and views. Each systems thinking form can
be used for different purposes and in different circumstances.
While learning organizations were created for the business sector, they easily
transfer to the world of education. Hord (1997) affirms Senge’s book and its description
of learning organizations, which might serve to increase organizational capacity and
creativity in schools. As Senge’s concept was shared with educators, the learning
organization name was changed to learning communities. In an interview with Schultz
(1999), Senge says,
To meet today’s challenges of globalization, changing
work forces, evolving competition, and new technologies,
the only hope for building and sustaining momentum in a learning
organization requires a fundamental shift in thinking and actions (p. 1).
Creating an organization with an emphasis on developing personal mastery, creating
mental models, building shared vision, improving team learning, and understanding
systems thinking will have the potential of allowing organizations or schools to be more
convivial and creative.
Professional Learning Communities
The school model currently in place is not sufficient enough to meet the national
education goals of today, where all children are expected to comprehend rigorous content
at a higher level. “Developing the capacity of individuals and staff members to engage in
meaningful reform and restructuring to benefit students continues to be the challenge for
school leaders” (Huffman, 2003, p. 21). When considering reform initiatives, researchers
offer educators several paths for reform, all having a common thread. Lezotte (as cited in
DuFour et al., 2005) “…concluded that school reform could be neither successful nor
sustainable unless it was embraced by the teachers, administrators, and support staff that
define the professional learning community” (p. 182). Senge (1990) suggests, “The most
successful corporation of the future will be a learning organization” (p. 4). DuFour
(2004) says, “…focus on learning rather than teaching, work collaboratively, and hold
yourself accountable for results” (p. 6). Darling-Hammond (1993) recommends,
5. TERESA HUGHES AND WILLIAM KRITSONIS
____________________________________________________________________________________________5
“Teachers should have opportunities to engage in peer coaching, team planning, and
teaching, and collaborative research that enables them to construct new means for
inquiring into their practice. Participation in professional communities through school
and teacher networks also deepens teachers’ understanding” (p. 758). Sparks (as cited in
DuFour et al., 2005) asserts, “Successful professional learning communities clearly
demonstrate what is possible when teachers learn and collaborate within their schools as
part of their daily work” (p. 156). According to Watkins and Marsick (1999), “A
centerpiece of reform recommendations is that parents, teachers, administrators, staff
members, and students join together to learn their way through change as communities of
inquiry and experimentation” (p. 78). The common thread of educators working together
collaboratively to improve both instructional practices and student performance can be
accomplished through professional learning communities.
Professional learning communities consist of three big ideas: Ensure that students
learn; create a culture of collaboration; focus on results (DuFour, 2004). It seems
obvious, ensuring that students learn should be the primary role of schools, but many
schools are not succeeding with this big idea. In a traditional school, what students are
taught seems to outweigh whether or not they learned. In a professional learning
community the educators shift their focus from what is taught to what is learned.
According to DuFour, the shift from a focus on teaching to a focus on learning will have
profound implications for schools (2004). Further, DuFour suggests once this shift
begins, educators will ask themselves three critical questions: (1) What do we want each
student to learn? (2) How will we know when each student has learned it? and (3) How
will we respond when a student experiences difficulty in learning? The third question is
the essence of a professional learning community and captures the meaning of the first
big idea.
Today, in education, saying and agreeing that all students can learn is popular, but
the real question should be do you believe all children can learn. Hopefully, every person
affiliated with a school believes that all children can learn. In order for all children to
learn, teachers, when responding to the first question, must have a firm grasp of the
essential knowledge and skills within their areas of instruction. DuFour, DuFour, Eaker,
and Karhanek believe “…the premise of learning for all demands that each teacher knows
exactly what every student is to accomplish as a result of each unit of instruction” (p. 22).
Once teachers respond to the first question of what students are to learn, the next question
that follows is how teachers know whether or not students have actually learned.
DuFour et al. (2004) argue that if a school is functioning as a learning community,
frequent formative assessments will be given. They further state the assessments should
be analyzed and compared; and as a result, teachers should ask, “Are the students
learning and what steps must we take to address the needs of those who have not
learned?” (p. 24). Once educators have determined whether or not students have learned,
then the educators must decide what happens in their school when a student does not
learn.
Any school functioning as a learning community will not only ask question three
but will aggressively respond to each student who is not learning. Working
collaboratively, educators would devise individual intervention plans for each student so
learning will take place. For a school to successfully transform into a professional
6. DOCTORAL FORUM
THE OFFICIAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH
6___________________________________________________________________________________________
learning community all three questions will be answered and the school staff will begin to
respond to students as individuals as opposed to communally (DuFour et al., 2004).
Creating this culture of collaboration is the second big idea of a professional
learning community. The end result of student learning can be reached through the
avenue of educators collaborating. DuFour (2004) argues, “Despite compelling evidence
indicating that working collaboratively represents best practice, teachers in many schools
continue to work in isolation” (p. 9). Not only do teachers need to work collaboratively
with administration, the principal must create time for teachers to work together with
their own peers. Individuals in a school working collaboratively are more likely to
experience school improvement.
In a professional learning community, focusing on results is the third big idea. A
team of teachers works together to improve student achievement and the end result
becomes a guide for future improvement. DuFour (2004) encourages, “Every teacher
team participates in an ongoing process of identifying the current level of student
achievement, establishing a goal to improve the current level, working together to
achieve that goal, and providing periodic evidence of progress” (p. 10). By working
together, teachers will have comparison data and can make informed decisions about
instructional practices to improve student achievement. DuFour (2004) concludes, “It
requires the school staff to focus on learning rather than teaching, work collaboratively
on matters related to learning, and hold itself accountable for the kind of results that fuel
continual improvement” (p. 11).
In a professional learning community, there are six characteristics that make the
three big ideas come alive. DuFour and Eaker (1998) identify the characteristics as (1)
shared value mission, vision and values (2) collective inquiry, (3) collaborative teams, (4)
action orientation and experimentation, (5) continuous improvement, and (6) results
orientation. Senge’s five disciplines for learning organizations work simultaneously with
the characteristics of learning communities. Shirley Hord (1997) at the Southwest
Educational Development Laboratory has been researching learning communities and has
developed a similar set of attributes which are as follows: (1) supportive and shared
leadership, (2) collective creativity, (3) shared values and vision, (4) supportive
conditions, (5) and shared personal practice.
Shared Mission, Vision, and Values
The sharing of mission, vision, and values is the first characteristics of a learning
community. Principals, who have a vision about a particular innovation, including
learning communities, might find difficulty in initiating the reform if the staff is not
collaboratively developed thus producing long term sustainability problems. Fullan
(1992) notes, “Rather than impose their individual visions, principals would do well to
develop collaborative work cultures to help staff deal with all these innovations” (p. 19).
As stated by DuFour and Eaker (1998), “What separates a learning community from an
7. TERESA HUGHES AND WILLIAM KRITSONIS
____________________________________________________________________________________________7
ordinary school is its collective commitment to guiding principles that articulate what the
people in the school believe and what they seek to create” (p. 25). Each school staff
member has a personal vision and the leader should be able to guide collaborative
discussions so a common vision can be created for the school. Huffman (2003) suggests
the task of the educational leader is to share and combine the personal visions of the
faculty members into a single collective vision to be embraced by all. Further, Hord
(1997) recommends sharing a vision creates a mental image of what is important to an
individual and to the organization, and in addition staff sharing fuels school improvement
that has an undeviating focus on student learning. As noted above, lead researchers in
this area all agree that creating a collaborative vision for the school will more likely
produce long term results where all staff members are working towards the same goals.
Collective Inquiry
Individuals in learning communities are never satisfied with the current education
culture. Learning by seeking answers to questions, collaboratively researching new
ideas, discovering new methods, and testing and evaluating them are what drives
individuals in functioning learning communities. In addition, the above learning
strategies could change individual belief systems. Change in an organization is difficult
and sometimes changing individual personal beliefs is necessary. However, this can
prove to be more difficult. Changing personal beliefs is more likely to happen when the
individual is discovering and researching.
Senge (2000) describes the “deep learning cycle” where the domain of enduring
change is dependent on skills and capabilities, awareness and sensibilities, and attitudes
and beliefs. Learning takes place when each of these reinforces one another. Ross,
Smith, and Roberts (as cited in DuFour & Eaker, 1998) developed the “team learning
wheel” similar to the collective inquiry process. Ross et al. identified four steps in the
process: public reflection – members discuss and challenge one another; shared meaning
– members arrive at a common ground; joint planning – members create an action plan;
and coordinated action – members carry out the action plan. In order to effect change,
collective inquiry is a necessary step and it requires openness on the part of the
individuals to test their personal belief systems.
Collaborative Teams
Teaching in isolation has become the norm for schools, especially at the
secondary level. It is important for teachers to see a sharing of ideas as a valuable
practice. Too often, teachers (and schools for that matter) do not share their ideas.
Instead, they keep anything that works a secret. DuFour and Eaker (1998) note, “The
8. DOCTORAL FORUM
THE OFFICIAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH
8___________________________________________________________________________________________
basic structure of the professional learning community is a group of collaborative teams
that share a common purpose” (p. 26). Much research has been done in the area of
collaborative teams indirectly linking teacher collaboration to student achievement.
Senge (2000) says, “A strong professional community encourages collective endeavor
rather than isolated individual efforts” (p. 327). According to Haberman (2004), an
attribute of a learning community is collaboration where, star teachers become involved
in team teaching and other collaborative efforts in program development, writing, and
research. Achinstein (2002) observes a renewed interest in fostering teacher community
or collaboration as a means to counter teacher isolation, improve teacher practice and
student learning, and build a common vision for schooling. Teachers engaging in
professional collaboration have a greater capacity to improve student learning.
Students will benefit when teachers come together to share ideas about
instructional best practices and student assessments. In a report of the National
Association of Secondary School Principals on the high school of the 21st century titled,
Breaking Ranks: Changing an American Institution,
The success of a high school depends on its being more than a collection
of unconnected individuals. The word “community” implies a
commonality of interests and so it should be in any high school. The
building of community very much involves the members of the staff.
And, on a practical level, the synergy of cooperation ought to end up
enabling the educators in a high school to accomplish more for the
students than they could by acting on their own. School improvement
more readily succeeds in situations in which teachers work in a collegial
manner (p. 90).
Stiggins (as cited in DuFour et al., 2005) discusses teacher team work and assessment and
“the extent that we team to (1) analyze, understand, and deconstruct standards, (2)
transform them into high-quality classroom assessments, and (3) share and interpret
results together, we benefit from the union of our wisdom about how to help our students
continue to grow as learners” (p. 82). Students learn when teachers learn together and
share with one another.
Action Orientation and Experimentation
Leaders and teachers who are members of learning organizations do not sit back
passively; rather they are always taking action. Having members in the learning
community who are inactive is unacceptable. One aspect of the action orientation
characteristic is the ability to experiment and test new ideas. Failure is an option in such
that the community learns from their mistakes and tries again. DuFour and Eaker (1998)
make the following comparison: “While traditional organizations tend to brand such
experiments as failures and then seek to assign blame, learning organizations consider
9. TERESA HUGHES AND WILLIAM KRITSONIS
____________________________________________________________________________________________9
failed experiments to be an integral part of the learning process – opportunities to learn
and then begin again more intelligently” (p. 28). Action orientation and experimentation
is similar to Senge’s mental model discipline in that humans tend to have preconceived
notions based on beliefs and experiences. Senge (2000) explains, “We live in a world of
self-generating beliefs that remain largely untested. We adopt those beliefs because they
are based on conclusions, which are inferred from what we observe, plus our past
experience” (p. 68). By experimenting and testing hypotheses we are able to dispel
preconceived notions and be open to new and original ideas.
Continuous Improvement
Transforming a school into a professional learning community becomes a way of
life for all individuals involved. Members of the organization realize the vision will
never be completely achieved, but is always something that is worked towards. DuFour
and Eaker (1998) suggest members of the learning organization always be engaged in
four key questions: (1) What is our fundamental purpose, (2) What do we hope to
achieve, (3) What are our strategies for becoming better, and (4) What criteria will we
use to assess our improvement efforts” (p. 28). DuFour, DuFour, Eaker, and Karhanek
(2004) talked to teachers who say, “…the PLC process is energizing rather than
frustrating because month by month and year by year they see new evidence that their
collective efforts do indeed have an impact on student learning” (p. 140). Further,
teachers interviewed by DuFour et al. communicate that a PLC is a wonderful journey,
even if the journey has no final destination.
Results of Orientation
The bottom line of any organization, either business or school, is results.
Constant assessments are critical in the process of reform along with creating a results-
oriented culture. In a PLC, all five characteristics are hollow unless they can be linked to
results. DuFour and Eaker (1998) state, “Unless initiatives are subject to ongoing
assessment on the basis of tangible results, they represent random groping in the dark
rather than purposeful improvement” (p. 29). Results orientation can be linked back to
the three questions within the first big idea of ensuring that students learn. Positive
results will be obtained if teachers are answering the three questions: (1) What do we
want each student to learn? (2) How will we know when each student has learned it? (3)
How will we respond when a student experiences difficulty in learning?
10. DOCTORAL FORUM
THE OFFICIAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH
10___________________________________________________________________________________________
Conclusion
In conclusion, schools have traditionally been designed to ensure that children are
taught. This traditional design collides with the foundation of professional learning
communities that all children will learn and will learn at high levels. Fulton (2003)
passionately states,
The current factory-model school, while seemingly efficient, is, in fact,
grossly inefficient, inappropriate and ultimately inequitable, as it requires
that all children adapt to the mean. Those who do not lean at the speed
of the assembly line lose out and/or drop out; those who could learn more,
do not. Individualizing instruction for each learner is no longer a dream –
it is an educational birthright for all children (p. 32).
According to Huffman and Jacobson (2003), “Past decades have seen many
educational reforms, all of which are supportive of advancing student interests and
providing the best possible educational experience” (p. 239). The reform era, the
excellence in education movement, and the business sector have led educational leaders
to explore the idea of schools as professional learning communities.
Educational leaders who desire to create an environment of professional learners
will systemically transform the organizational culture of their schools so that learning
communities become “a way of life.” The organizational structure will change as leaders
empower teachers to become an integral part of the decision making process. Skilled
leaders are needed for this kind of change to endure time. A call to action to improve
schools can be accomplished through professional learning communities with strong
sustainable leadership.
11. TERESA HUGHES AND WILLIAM KRITSONIS
____________________________________________________________________________________________11
References
Achinstein, B. (2002). Conflict amid community: The micropolitics of teacher
collaboration. Teachers College Record, 104(3), 421-455.
Darling-Hammond, L. (1993). Reframing the school reform agenda. Phi Delta Kappan,
74(10), 752-761.
DuFour, R. (2004). What is a “professional learning community”? Educational
Leadership, 61(8), 6-11
DuFour, R., & Eaker, R. (1998). Professional learning communities at work: best
practices for enhancing student achievement. 1st ed. Alexandria, VA: National
Educational Service.
DuFour, R., DuFour, R., Eaker, R., & Karhanek, G. (2004). Whatever it takes: how
professional learning communities respond when kids don't learn. 1st ed.
Bloomington, IN: National Educational Service.
Fullan, M.G. (1992). Visions that blind. Educational Leadership, 19-20.
Fulton, K. P. (2003). Redesigning schools to meet 21st century learning needs. T.H.E.
Journal, 30(9), 30-32,34,36.
Haberman, M. (2004). Can star teachers create learning communities? Educational
Leadership, 61(8), 52-56.
Hord, S. M. (1997). Professional learning communities: What are they and why are they
important?. Issues About Change, 6(1). Retrieved September 18, 2005, from,
http://www.sedl.org/change/issues/issues61.html.
Huffman, J. (2003). The role of shared values and vision in creating professional learning
communities. NASSP Bulletin, 87(637) 21-34.
Huffman, J. B. & Jacobson, A. L. (2003). Perceptions of professional learning
communities. International Journal of Leadership in Education, 6(3), 239-250.
Lezotte, L. W. (2005). More effective schools: Professional learning communities in
action. In R. DuFour, R. Eaker, & R. DuFour (Eds.), On Common Ground: The
power of professional learning communities (pp. 177-191). Bloomington, IN:
National Education Service.
National Association of Secondary School Principals. (2001). Breaking ranks: Changing
an American institution. (5th ed.). Reston, VA: NASSP.
Schultz, J. R. (1999). Peter Senge: Master of change. Executive Update Online.
Retrieved September 18, 2005 from http://www.gwsae.org/ExecutiveUpdate/
1999June_July/CoverStory2.htm.
Senge, P. (1990). The fifth discipline: The art of practice of the learning organization.
New York: Doubleday Currency.
Senge, P., Cambron-McCabe, N., Lucas, T., Smith, B., Dutton, J. & Kleiner, A. (2000).
Schools that work: a fifth discipline fieldbook for educators, parents, and
everyone who cares about education. 1st ed. New York: Doubleday.
Smith, M.K. (2001). Peter Senge and the learning organization, The Encyclopedia of
Informal Education, Retrieved September 18, 2005, from,www.infed.org/thinkers
/senge.htm.
12. DOCTORAL FORUM
THE OFFICIAL JOURNAL FOR PUBLISHING AND MENTORING DOCTORAL STUDENT RESEARCH
12___________________________________________________________________________________________
Sparks, D. (2005). Leading for transformation in teaching, learning, and relationships. In
R. DuFour, R. Eaker, & R. DuFour (Eds.), On Common Ground: The power of
professional learning communities (pp. 155-175). Bloomington, IN: National
Education Service.
Stiggins, R. (2005). Assessment for learning: building a culture of confident learners. In
R. DuFour, R. Eaker, & R. DuFour (Eds.), On Common Ground: The power of
professional learning communities (pp. 65-83). Bloomington, IN: National
Education Service.
Watkins, K. E. & Marsick, V. J. (1999). Sculpting the learning community: New forms of
working and organizing. NASSP Bulletin, 83(604), p. 78-87.